Rensselaer Union, Volume 12, Number 2, Rensselaer, Jasper County, 25 September 1879 — The Importance of Definition. [ARTICLE]

The Importance of Definition.

Iluvstlie teachers ever thought of this one thing—the true definition or meaning of words—in its correct light? Have they thought -of its importance and tndiapensi r bility in connection with good readrug? Worda are the vehicles of thought—the hull or husk which contains or envelopes tiie idea. Aud Just as palatable and nutritious as is the hall to the physical man so is the bare aud meaningless word to tile mental organism. Unless one, in speaking, can himself comprehend the lull force and power of the words which lie employs and.can convey it to his hearers, it might as well be left unsaid. And if a reading lesson is so little understood as to make it possible only to read in a meaningless, mechsnicftl manner, conveying no thought, *tr had better have been left unread. Bo certainly does this lie at the very foundation of good reading or speaking that it is im•possible to have either without it. Let me illustrate. In McGuffy’s Kouvfli Header is a selection en titled “The Tempest,” a part of which runs after this wise: “ • ’Tis a fearful thing in winter To he shattered by the blast, t Ai.«t to hear the trum|>ct tlmmlcr •Cut away the mast.’ ” A pupil who, doubtless, had indulged in the use ot the expression himself, when aggravated, as |ie supposed the captain ot the ship was at this time, mistook the meaning of the word thunder , and read . it—‘“’Tin a fearful thing in winter , To be shattered by the blast. And to hear the trumpet. 'Tkititiltr! Cut airay th 4 ' This version changes the meaning entirely and renders the sublime ridiculous. Examples of this character might ba multiplied, but is it necessary? AH have met with such school room time without number. It has been said: “As is the the .teacher so is the school.” If this be true, then, is'its converse tme, “As is»the school so is the teacher?” Let us see. IV e find in all the schools a sad deficiency in the definition of words, an evil as pernicious In its effects as it is difficult to eradicate. In accordance, then, with onr last proposition, we must look to find this evil attaching to the teacher; in fact, originating with and communicated by him largely to the pupil. Observation aad experience might be brought into requisition in substantiating this;- but, perhaps, the most forcible argument, the most convincing and conclusive evidence which could be offered would be the language of the teachers themselves, The following quotation from Milton contains five words which at last examination were required to be defined: **God made tlioe perfect, not Immutable. And good He made thee; hat to persevere, lie left it in thy power.’’ Immutable irf one of them, and the one which I will take for illustration. The following definitions are given exaetly as written by the eighty-one applicants for license: Twenty-nine of the numbers give it up without effort. The remain--4er t define as under. 1. Not mutable. 2. Means faculty. 3/ Unchangable. 4. Chan gablet 5. Imperfect. 6. Imperfect. T. Not imperfects & Unchangable.. 0. Means faculty. HO*. Unchangable. 11. Not perfect. 12. Not imperfect. ' 13. Wrong, »ot perfect. 14. Unchangable-. 15. Imperfect. 16. Something solid, film,, that which cannot be shaken. 17. Not loperfectiou. 18. Steadfast, immovable. 19. Not having the power of speech. 20. Never ending, substantial. 21. That whioh may not be changed. 22. Certain, a fact. 23. Not being mute or as one mute. 24. That which cannot bechaaged. 26. Not fading. ip. Uushaken. 27. Not beyond advancement. 26. Infinite.

29. Unchanging, not capable of moving about at will, i . 30. Not being mute. 31. Imperfect. 32. Wauting knowledge. Chaagable. 34. Not rHenS. 85. Corrupt, imperfect. 36. Imperishable. 37. Not important. 38. Unchanging, immovable, unswerving. 39. Detective. 40. That cannot perish. 41. Imperfect or einfal. 42. Not changable. 43. Changable. 44. Not silent. 45. Imperfect. 46. That which is comprehended. 47. That can be bettered. 48. Not unerring. 49. Something that is wot perfect. 50. Inseperahle, not to be cut. 51. Not perfect. 52. Not perfect, of »o consequence, mute. This needs no comment. It contains a lesson within itself. It appeals directly to yon, teachers. A few definitions are good, the many are poor. It demonstrates that ‘this is a general need among you. Not that teachers, as a class, are more ignorant in this respect than others, but that they need it more. It is of the highest and most vital importance that they should he able to use the fittest, clearest and most expressive language in conveying their ideas to the children —language which the children can comprehend. Let me say, then, in all good will to the teachers of Jasper conn i y, use your dictionaries. If yon have one of your own—which you should have—don’t let it become dusted and cobwcbbed over in some unfrequented nook or corner of the house, hut keep it -clean aud bright with daily use. When you meet a stranger’ among worda seek the lexicon for an introduction.- Thus you will be constantly forming beautiful and valuable acquaintances that will aid you in many a dilemma and render you if not immutable, at least not silent, not as one inutc and ot no consequence when called to speak before your school or elsewhere, but on the other hand that which is comprehended.